PY2107 Experimental Investigation and Analysis of Behaviour Assignment 2 Written – Research Report , James Cook University (JCU)
| University | James Cook University (JCU) |
| Subject | PY2107 Experimental Investigation and Analysis of Behaviour |
Assessment 2
| Assessment title | Written – Research Report |
|---|---|
| Aligned subject learning outcomes | • Explain and critique experimental research methods • Demonstrate skills in appropriately selecting and conducting data analyses, within the context of experimental research • Interpret data and communicate findings appropriately to the task and audience, within the context of experimental research |
| Aligned professional standards/ competencies | Australian Psychology Accreditation Council Accreditation Standards Psychology Board of Australia Standards and Guidelines |
| Weighting and due date | 40% Due: Wed, 12 Nov (Week 8), 11:59pm |
| Individual or Group | Individual |
| Word or time limit | 2000 words +/- 10% (excluding reference list and appendices) |
| Requirements for successful completion of this assessment item | In order to pass the research report, a mark of 50% or greater is required. |
| Generative AI use | Generative AI tools cannot be used in this assessment task
In this assessment, you must not use Generative Artificial Intelligence (GenAI) for any elements of the assessment task including the generation of any materials or content in relation to the assessment item. |
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Assessment 2: Description
One of the primary objectives of this subject is for you to be able to apply basic knowledge to the design and analysis of experiments. You will be provided with a description of a study and a corresponding dataset. Using the skills that you learn throughout the trimester you will have to analyse the dataset and write up a research report as if for publication in a scientific journal.
Your report must contain all the relevant sections, as set out in the APA publication manual: Title, Abstract, Introduction, Methods, Results, Discussion, and References. The report should be 2000 words +/- 10% (excluding the reference list and appendices).
The analyses that you will need to perform in order to analyse that dataset will be covered in the analysis focused tutorials. Earlier tutorials will cover issues of experimental design, which will also help you when writing your assignment. Thus, to prepare for this assessment, you should attend lectures and tutorials and complete the required reading and activities.
Specific information regarding formatting and content requirements, as well as information about the study and a dataset, will be provided in LearnJCU (in the Assessment area).
You will submit your written research report via LearnJCU. Only Word or PDF documents will be accepted.
Assessment 2: Rubric
| Criteria | Unsatisfactory (N; 0-49) | Satisfactory (P; 50-64) | Sound (C to mid-range D; 65-79) | Outstanding (Upper-range D to HD; 80-100) |
|---|---|---|---|---|
| Title page (5 marks) | The title is inaccurate, unclear, and/or irrelevant. APA formatting is inaccurate and/or includes major errors. | Basic title with minor errors in APA formatting. | Accurate, sufficiently-detailed title with only a few minor errors in APA formatting. | Informative, accurate, concise title and formatted correctly in APA style. |
| Abstract (10 marks) | The abstract is missing, incomplete, seriously misrepresents the study and its findings, or too long. | The abstract includes a basic summary, but it may be unclear, include less relevant information, or be within +10% of the word limit. | The abstract provides an accurate summary of the relevant information within the word limit. | The abstract provides a well-written, accurate, concise summary of the key information within the word limit. |
| Introduction (15 marks) | The introduction does not introduce the topic under investigation (study), and/or the hypotheses are missing or illogical. | The introduction provides a basic context for the study but support from the literature is needed. The introduction states hypotheses that may not be fully developed. | The introduction provides a reasonable context for the study by citing relevant theoretical/ empirical material. The introduction articulates clear, logical hypotheses. | The introduction clearly provides a well-developed context for the study by citing discerning theoretical/ empirical material and articulates clear, logical, and well-written hypotheses. |
| Method (20 marks) | Insufficient description of the method, comprising inaccurate, unclear, or incomplete details. | A superficial description of the method is included, comprising mainly accurate information. | A well-developed articulation of the method comprising accurate details, which are presented clearly. | An excellent articulation of the method comprising relevant and accurate method details in a clear and concise manner. The level of detail permits replication. |
| Results (20 marks) | Inadequate or incorrect reporting of the results. | Mostly accurate reporting of the appropriate descriptive statistics and statistical testing (including assumptions testing). | Accurate reporting of the appropriate descriptive statistics and statistical testing (including assumptions testing). | Complete and accurate reporting of the appropriate descriptive statistics and statistical testing (including assumptions testing). An included figure accurately presents the results and is formatted correctly. |
| Discussion (15 marks) | The discussion contextualises the results in a partial, vague, or inaccurate manner. The discussion explains the limitations, implications, suggestions for future research in a partial, vague, or inaccurate manner, and/or states ambiguous, illogical, or unsupported conclusions. | Adequate examination of the results in relation to the hypotheses and previous literature/theories included in the Introduction. The discussion outlines largely relevant limitations and implications of the research findings, offers suggestions for future research, and arrives at a general conclusion. | Critical examination of the results in relation to the hypotheses and previous literature/theories included in the Introduction. The discussion outlines relevant limitations and implications of the research findings. | Proficient and critical examination of the results in relation to the hypotheses and previous literature/theories included in the Introduction. The discussion outlines important limitations and implications of the research findings, and offers suggestions for future research, and arrives at a well-reasoned and clear conclusion. |
| Criteria | Unsatisfactory (N; 0-49) | Satisfactory (P; 50-64) | Sound (C to mid-range D; 65-79) | Outstanding (Upper-range D to HD; 80-100) |
|---|---|---|---|---|
| APA referencing (5 marks) | Cites sources in-text and compiles the reference list with many errors or in a way that is not in accordance with APA7 style. | Cites at least 3 sources in-text and complies the reference list APA7 style (with some errors). | Accurately cites sources in-text and compiles the reference list in APA7 style (with only a few minor errors). | Expertly cites sources in-text and complies the reference list in APA7 style (with next-to-no errors). |
| Appendix (5 marks) | The relevant table(s) have not been included. | The relevant table(s) are included alongside unnecessary output. | The relevant table(s) are included (and nothing else). | The relevant table(s) are included (and nothing else). |
| APA formatting style (5 marks) | The formatting of the report is inconsistent with APA7 style. | The basic structure of the report is correct, but a number of APA7 formatting errors are present. | The report is formatted in APA7 style with only a few minor errors. | The report is formatted in APA7 style with no errors. |
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Assessment Overview
This document outlines the study which you will be analysing and writing up as part of your research report assignment. It also covers the sections which you will need to include in your research report.
For submission due dates, details about applying for extensions, and the marking rubric please see the Assessment Overview document.
Study Background
“Fitspiration” is an online trend in which social media users post diet- and exercise-related images, ostensibly to motivate followers to pursue a healthy lifestyle. For example, a fitspiration post might feature an athlete exercisingalongside a motivational quote such as “No pain, no gain.” However, fitspiration content often emphasises appearance, frequently presenting sexualised images of unrealistically attractive individuals (Alberga et al., 2018). This has raised concerns about its potential impact on viewers’ body image. In one study, Tiggemann and Zaccardo (2015) randomly assigned female undergraduate students to view either Instagram fitspiration images or control images (travelrelated Instagram posts). Those who viewed fitspiration images reported greater body dissatisfaction. Similar findings have been reported in other studies of young women (Prichard et al., 2018; Rounds & Stutts, 2021).
Current Study
You are part of a research team aiming to extend this work in several ways.
First, Tiggemann and Zaccardo (2015) note that their two-group design made it difficult to know which component of the fitspiration image (the model or the inspirational quote) impact body dissatisfaction. To address this, your team has included three experimental conditions: fitspiration images with text, fitspiration images without text, and control (travel) images.
Second, your team wants to know if a similar effect would be observed among males. Thus, your study has sampled both male and female participants.
Third, Vendemia and DeAndrea (2018) found that participants who believe that Instagram images are frequently modified (e.g., through Photoshop or beauty filters) report less body dissatisfaction following exposure to such images. Accordingly, your team is also interested to know whether highlighting the use of photo editing might change the effect on fitspiration images on body image dissatisfaction.
Your job is to conduct a factorial ANOVA to assess the effect of image type and one other IV (gender OR image editing warning) on body dissatisfaction. You should have at least one hypothesis per IV.
You are not required to do any additional analyses beyond the factorial ANOVA (outside of generating descriptive statistics and assumption testing).1
You will also be required to determine what kind of sample size would be needed to have adequate power to run this study. Tiggemann and Zaccardo (2015) found their image manipulation to have a medium-to-large effect on body satisfaction. You are advised to err on the side of caution and plan for a medium-sized effect.[1]
Footnotes.
1 If an assumption has been violated you are only expected to note the violation in your write-up.
You are not expected to perform any kind of data transformation to address assumption violations.
Methodological Information
Information on how the study variables were measured is summarised below.
| Variable: | Measured By: |
| Body satisfaction | Rounds and Stutts (2021) and Slater et al.’s (2017) approach to measuring body satisfaction via three visual analogue scales was used.
The three items were: • I am satisfied with my weight • I am satisfied with my overall appearance • I am satisfied with my body shape Each item had a response range of 0 (not at all) to 100 (extremely) Scores on each item were averaged to create an overall body satisfaction score (where higher scores indicate more body satisfaction) |
| Image-type manipulation | Participants were randomly assigned to one of three experimental conditions:
• Fitspiration images with text • Fitspiration images without text • Control condition All stimulus images were sourced from public Instagram profiles. Following Tiggemann and Zaccardo (2015), the fitspiration images were sourced from images tagged with #fitspiration. Control images were taken from images tagged with #travel. Fitspiration images with text: 20 images depicting females and 20 images depicting males were selected. All images included an inspiration quote. Fitspiration images without text: The same 40 images used in the first condition were presented, but the inspirational quotes were digitally removed using Photoshop. Control images: 40 travel images were selected. Within each experimental condition, the order in which images were presented was randomised. Images were displayed on screen one at a time. Each image was displayed for 10 seconds. |
| Image editing warning manipulation | Participants were randomly assigned to either receive a photo-editing warning prior to viewing the images (“Please note that many Instagram images are digitally enhanced, for example through Photoshop or beauty filters”) or to receive no warning. |
| Gender | Single question: “With which gender do you identify?” Male; Female; Non-Binary; Other |
| Age | Measured in years |
| Nationality | Single question: “In what country do you currently reside?” Australia; Singapore; Other |
| Occupational Status | Single question: “Which of the following best describes your occupation?” Student;
University staff member; Other (please write in) |
The JCU Human Research Ethics Committee granted approval to conduct the study. Participants were recruited through advertisements on bulletin boards at the Australian and Singapore campuses of JCU, the SONA pool of psychology student participants, and an email sent to university staff.
The study was run online using the software program Qualtrics. This video provides an overview of how randomisation to groups can be performed in Qualtrics. You do not have to know the ins and outs of this procedure, but it may help you understand how random assignment is carried out in Qualtrics.
The order in which study elements were presented is as follows:
- Information sheet (which indicated that participation may be asked about their body image)
- Informed consent questions
- Image editing warning presented (if applicable condition)
- Stimulus images presented
- Body image measure and demographic questions (including gender)
- Debrief in which participants were thanked (participants were provided with information on counselling services should they feel distressed by the study).
In exchange for their participation, participants were entered into the draw to win a $50 gift card to a campus café. Student participants also received SONA participation credits.
References
Alberga, A. S., Withnell, S. J., & von Ranson, K. M. (2018). Fitspiration and thinspiration: A comparison across three social networking sites. Journal of Eating Disorders, 6(1), 1-10. https://doi.org/10.1186/s40337-018-0227-x
Prichard, I., McLachlan, A. C., Lavis, T., & Tiggemann, M. (2018). The impact of different forms of #fitspiration imagery on body image, mood, and self-objectification among young women. Sex Roles, 78(11), 789-798. https://doi.org/10.1007/s11199-017-0830-3
Rounds, E. G., & Stutts, L. A. (2021). The impact of fitspiration content on body satisfaction and negative mood: An experimental study. Psychology of Popular Media, 10(2), 267-274.
http://dx.doi.org/10.1037/ppm0000288
Slater, A., Varsani, N., & Diedrichs, P. C. (2017). #fitspo or #loveyourself? The impact of fitspiration and self-compassion Instagram images on women’s body image, self-compassion, and mood. Body Image, 22, 87-96. http://dx.doi.org/10.1016/j.bodyim.2017.06.004
Tiggemann, M., & Zaccardo, M. (2015). “Exercise to be fit, not skinny”: The effect of fitspiration imagery on women’s body image. Body Image, 15, 61-67.
http://dx.doi.org/10.1016/j.bodyim.2015.06.003
Vendemia, M. A., & DeAndrea, D. C. (2018). The effects of viewing thin, sexualized selfies on Instagram: Investigating the role of image source and awareness of photo editing practices. Body Image, 27, 118-127. https://doi.org/10.1016/j.bodyim.2018.08.013
[1] Your study may, or may not, have reached this planned sample size.
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